Implementing a positive behavior support program: a teacher-researcher study
Bibliographic record
Abstract
The academic success of students depends, among several factors, on the school's learning environment and the teacher's classroom management skills. In recent years creative solutions to curb poor behavior by establishing proper class discipline have come to the forefront of the teaching profession. With that in mind, the present research topic was chosen to foster appropriate student conduct in establishing and sustaining a productive learning environment through the use of the Positive Behavior Support model. This teacher-as-researcher study took place over a one-year period (2010-2011) in a secondary two class of twenty-five students at a Quebec high school. The collection of the data by means of daily observations of the whole class and three preselected case students was intended to examine the effectiveness of the methods of behavior management used in the field with the teacher's application of them in the classroom. The research results conclude that the Positive Behavior Approach model contributed to a reduction in the number of incidents of poor behavior and an overall improvement of the learning environment in the class. Furthermore, the study enabled personal growth in teaching philosophy, style and enrichment of pedagogical methods and techniques through a process of reflection, analysis and adjustments.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.027 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".